BAAM 2007 Convention Schedule

8:00-9:00 a.m. Reception Area (2nd Floor)
Registration (Open all day)
Note: Continental breakfast will be available in the Ballroom during registration. Free for convention registrants.

BAAM is pleased to announce that its 2007 opening Keynote Speaker will be Joseph E. Morrow, Co-founder of Applied Behavior Consultants in Sacramento, California and Professor Emeritus of California State University, Sacramento.

Keynote Abstract: This talk is a description of one behaviorist s 20-year attempt to disseminate radical behaviorism internationally. It will describe failed efforts in Thailand and Cuba and relatively successful efforts in ten other countries. The talk will describe interactions with unscrupulous entrepreneurs trying to use the good name of Applied Behavior Analysis for personal profits, persons well meaning but limited in their abilities, and quite successful ongoing enterprises with high quality applications of our science.

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Thursday Breakout Sessions

10:30-11:20 am Room 301
Wittgenstein, Skinner, and Logical Positivism: A Complicated History. Eamonn Arble (Eastern Michigan University)

10:30-11:50 am Room 320
Symposium: Clinical Behavior Therapy Approaches to the Treatment of Anxiety and Depression.
Chair: Scott T. Gaynor (Western Michigan University)
CEU: 1.5 BACB Type 2 CEUs

The three papers in this symposium represent the field of clinical behavior analysis. That is, they apply the general assumptions and principles of behavior analysis, but to the treatment of clinical problems that are typically experienced by clients without developmental disabilities (Dougher, 2000). Each paper will describe the application and evaluation of a behaviorally-based intervention -- the first for blood-injection phobia and the second and third for youth depression.

The Effects of Incremental Exposure Durations in the Treatment of Injection Phobia. Richard W. Seim (Western Michigan University), Matthew S. Willerick (Western Michigan University), Scott Gaynor (Western Michigan University) & C. Richard Spates (Western Michigan University)

Treating Child Depression in Context: Child-Focused Cognitive-Behavior Therapy Plus Behavioral Parent Training Delivered at School. Dikla Eckshtain (Western Michigan University) & Scott Gaynor (Western Michigan University)

Single-Participant Assessment of Mediation: Strategy Description and Examples from a Behavioral Activation Intervention for Depressed Adolescents. Scott Gaynor (Western Michigan University) & Amanda Harris (Western Michigan University)

11:00-11:50 am Room 352
A Critical Appraisal of Contemporary Approaches in the Quantitative Analysis of Behavior. Jay Moore (University of Wisconsin-Milwaukee)
CEU: 1.0 BACB Type 2 CEUs

11:30-11:50 am Room 301
A Behavioral Approach to Understanding Domestic Violence: A Functional Assessment Based on Batterer-Identified Contingencies. Marilyn Bonem (Eastern Michigan University) Karen Stanley (Eastern Michigan University), & Michelle Corbin

Noon -1:20 pm--Lunch (on your own)

1:30-2:50 pm Room 320
Symposium: Evaluations of Behavioral Procedures with Children Diagnosed with Autism
Chair: James E. Carr (Western Michigan University)
CEU: 1.5 BACB Type 2 CEUs

Data will be presented from three investigations of behavioral procedures for children diagnosed with autism. In the first investigation, Amanda Firth will present data showing that the differential reinforcement of independent responding was more efficacious in skill acquisition compared to the reinforcement of both independent and prompted responses. In the second investigation, Jamie Severtson will present data on the use of signaled delay to reinforcement to reduce, but maintain, high rate mands. Finally, Jessa Love will present data from an epidemiological investigation of problem-behavior functions from an outpatient clinic.

The Effects of Differential Reinforcement of Unprompted Responding on Skill Acquisition of Children with Autism. Amanda M. Firth (Western Michigan University) & James E. Carr (Western Michigan University)

Schedule Thinning Following Mand Training: Evaluating the Effects of Alternative Stimuli During Signaled Delay to Reinforcement. Jamie M. Severtson (Western Michigan University), James E. Carr (Western Michigan University), Allyson L. Vaughn (Helping Hands Center for Children with Special Needs, Gahanna, OH) & Kellie R. Edmonds (Western Michigan University)

Functional Assessment of Problem Behavior of Children with Autism Spectrum Disorders: A Summary of 30 Outpatient Cases. Jessa R. Love (Western Michigan University), James E. Carr (Western Michigan University) & Linda A. LeBlanc (Western Michigan University)

1:30-2:50 pm Room 301
Conversation Hour featuring Joe Morrow, others to be announced.
Chair: James T. Todd (Eastern Michigan University)

3:00-3:50 pm Room 320
Everything You Know about Behavior Analysis is Wrong. Dick Malott (Western Michigan University)
CEU: 1.0 BACB Type 2 CEUs

3:00-3:50 pm Room 301
Encore Presentation of Prisoners of Silence.

Friday March 23, 2007

8:00-9:00 am Reception Area (2nd Floor)
Registration (Open all day)
Note: Continental breakfast will be available in the Ballroom during registration. Free for convention registrants.

When Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology Programs.

Wayne Fuqua (Western Michigan University), Doug Johnson (Western Michigan University), & Sophie Rubin (Western Michigan University

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10:00-10:50 am Room 301
Memory Profiles Associated with Acquired and Developmental Disorders - Similarities and Differences. Laszlo Erdodi (Eastern Michigan University), Renee Lajiness-O'Neill (Eastern Michigan University), & Brandi Small (Eastern Michigan University)

10:00-11:50 am Room 330
A Comprehensive Model for Assessing Autism Spectrum Disorders. Sharon Bradley-Johnson (Central Michigan University), Carl Merle Johnson, (Central Michigan University), & Jason Vladescu (Central Michigan University)
CEU: 1.0 BACB Type 2 CEUs

11:00-11:50 am Room 301
The Participative Principle: Nonreductionistic Causality. Dennis Delprato (Eastern Michigan University)

Noon-1:20 pm--Lunch (on your own)

1:30-2:50 pm Room 330
Symposium: Evaluations of Interventions Derived from Skinner s Analysis of Verbal Behavior
Chair: James E. Carr (Western Michigan University)
CEU: 1.5 BACB Type 2 CEUs

Data will be presented from three investigations of interventions based on Skinner s analysis of verbal behavior. In the first investigation, Barbara Esch will present data showing that stimulus-stimulus pairing procedures can be used to increase the vocalizations of children with autism. In the second investigation, Courtney Dillon will present data from the use of video modeling to teach mands for information to children with autism. In the final investigation, Rachael Sautter will present data showing that problem-solving strategies can be taught to preschool children to facilitate stimulus categorization.

The Role of Automatic Reinforcement in Early Speech Acquisition Barbara E. Esch (Western Michigan University), James E. Carr (Western Michigan University,) & Laura L. Grow (Western Michigan University)

The Role of Problem Solving in Complex Intraverbal Repertoires. Rachael A. Sautter (Western Michigan University), Linda A. LeBlanc (Western Michigan University), & Allison A. Jay (Western Michigan University)

An Evaluation of Video Modeling to teach Mands to Children with Autism. Courtney M. Dillon (Western Michigan University) & Linda A. LeBlanc (Western Michigan University)

2:00-2:50 pm Room 352

A Systematic Evaluation of a Pre-school Autism Intervention: Child Performance, Staff Performance, and Family Life. Nicholas L Weatherly (Western Michigan University) & Richard W. Malott (Western Michigan University)

A Program Evaluation of a Preschool for Children with Autism.  Carmen Jonaitis (Western Michigan University)

2:00-2:30 pm Room 301
Repeated Assessments of People with PTSD. Katherine Porter (Eastern Michigan University) Ellen Koch (Eastern Michigan University) & Karen Stanley (Eastern Michigan University)

2:30-3:50 pm Room 301
How to Get Into Graduate School
Ellen Koch (Eastern Michigan University)

Advice, guidance, and hints about getting into graduate school. Will cover GRE, letters of recommendation, statement of purpose, selecting a school, masters versus doctorate, Psy.D. versus Ph.D., how many schools to apply to, meeting dates and deadlines, interviewing, and many more topics. Will include question and answer period.

3:00-3:50 pm Room 330
BAAM Annual Job and Practicum Fair
Chair: Heather M. Anson (Eastern Michigan University)

BAAM's annual Job and Practicum Fair will feature presentations by local and regional organizations and agencies that hire behavior analysts and sponsor practicum opportunities. Following the formal presentations, job seekers may meet with representatives of the agencies and organizations.

The Advanced Autism Practicum. Nicole Hoffmeister (Western Michigan University), David Slade (Western Michigan University), & Richard Malott (Western Michigan University)

Applied Assessment of Quality and Productivity; Using Point Contingencies within a Behavioral Research Supervisory System. Brooke Gieber (Western Michigan University), Jessica Irish (Western Michigan University). Kendra Priest (Western Michigan University), Catrina Litzenburg (Western Michigan University), & Richard Malott (Western Michigan University),

BACC: Behavioral Academic and Career Counseling. Tamina A. Stuber (Western Michigan University), Dan Shafto (Western Michigan University), Lisa M. LeVasseur (Western Michigan University), & Richard W. Malott (Western Michigan University)

Behavioral Computer Workshop. Mehreen Arshad (Western Michigan University), Hui Ling Loh (Western Michigan University), Steven J. Pitts (Western Michigan University), Ariel Grosshuesch (Western Michigan University), & Richard W. Malott (Western Michigan University)

Behavioral Research Supervisory System. Jessica Irish (Western Michigan University), Kendra Priest (Western Michigan University), Catrina Litzenburg (Western Michigan University), Brooke Gieber (Western Michigan University), & Richard Malott (Western Michigan University)

The Behavior Analysis Training System. Krista M. Gabriau (Western Michigan University), Alaina Clark (Western Michigan University), Tara Adams (Western Michigan University), & Richard W. Malott (Western Michigan University)

Behavior Analysis Training System: Self-Management. Richard Malott
(Western Michigan University), Andrea Rau (Western Michigan University), Breanne Crooks (Western Michigan University) Matthew Brodhead (Western Michigan University), & Courtney Fox (Western Michigan University)

The Behavior Systems Analysis Project. Richard Malott (Western Michigan University) & Allison Mueller (Western Michigan University)

The Comparative Efficacy of Dosed, Enhanced Dosed, and Prolonged Exposure in the Treatment of Social Phobia. Sophie Rubin (Western Michigan University), Richard W. Seim (Western Michigan University), Lauren A. Frye (Western Michigan University), Jennifer D. Ritter (Western Michigan University), Kellie R. Edmonds (Western Michigan University), & C. Richard Spates (Western Michigan University)

Continuous Quality Improvement for Instructional Technology. Steven Celmer (Western Michigan University), Emily Bruen (Western Michigan University), & Richard Malott (Western Michigan University)

The Effect of Rate of Responding on the Acquisition and Retention of Behavioral Chains. Matt Porritt (Western Michigan University), Kelly Stone (Western Michigan University), Trista McClelland (Western Michigan University), Karen Van Wagner (Western Michigan University), Claus Globig (Western Michigan University), & Alan Poling (Western Michigan University)

An Error Word Drill to Improve Word Recognition Skills Elizabeth Kovacs (University of Toledo)

The Effect of Reinforcement Rate on The Development of Tolerance to Cocaine of Automaintenance Responding. Michelle Arnold (Western Michigan University), Matt Porritt (Western Michigan University), & Alan Poling (Western Michigan University)

The Evaluation of Treatment Programs for Children with Autism Spectrum Disorder by Assessing Skill Acquisition Using a Standardized Assessment Tool. Summer J. Ferreri (Michigan State University), Lisa Bosley (Michigan State University), Christian Nelson (Michigan State University), & Melissa Sparks (Michigan State University)

Getting More but Not Caring: Reinforcer Delivery Affects Consumption but Not Response Rate under Fixed Ratio Schedules of Reinforcement. Dennis J. Hand & Mark P. Reilly (Central Michigan University)

Graduate Student Instructor Performance Management. David Eisenhart (Western Michigan University), Erin Carey (Western Michigan University), Amanda Donner (Western Michigan University), & Richard Malott (Western Michigan University)

GRE System. Deanna Niemiec (Western Michigan University), Callie Simms (Western Michigan University), Danielle Williams (Western Michigan University), Richard Malott (Western Michigan University)

Hey! Who Turned Out the Lights? Rats Prefer to Work for Food in the Light. Andrew T. Fox, (Central Michigan University), Dedrea B. Flattery (Central Michigan University), & Mark P. Reilly (Central Michigan University)

Intermediate Autism Practicum. Katie Relph (Western Michigan University), Christina Vestevich (Western Michigan University), Susan Bills, (Western Michigan University), & Richard Malott (Western Michigan University)

The Language Facilitation Training System. Robbie J. Baldus (Western Michigan University), Erin Carey (Western Michigan University), Lauren Morrell (Western Michigan University) & Richard Malott (Western Michigan University)

Mathematical Principles of Reinforcement in Wheel Turning Behavior of Sprague-Dawley Rats. Jim I. Gerhart (Central Michigan University), Andrew Fox (Central Michigan University), & Mark P. Reilly (Central Michigan University)

Pre-Practicum. Blake Grider (Western Michigan University), Kristin Hustyi (Western Michigan University), & Richard Malott (Western Michigan University)

The Prevalence and Comorbidity of Specific Fears in College Students. Richard W. Seim (Western Michigan University), Lauren A. Frye (Western Michigan University), Sonya L. Humy (Western Michigan University), C. Richard Spates, (Western Michigan University)

Professional Psychology Practicum Allison Barrand (Western Michigan University), Zach Dugger (Western Michigan University), Kyleen Gray (Western Michigan University), Clarissa Barnes (Western Michigan University), & Richard Malott (Western Michigan University)

Self-Management. Matthew Thornton Brodhead (Western Michigan University), & Courtney Fox (Western Michigan University)

Social Validity Measures of Thesis Format. Catrina C. Litzenburg (Western Michigan University), Jessica A. Irish (Western Michigan University), Kendra S. Priest (Western Michigan University), Brooke L. Gieber (Western Michigan University, &Richard W. Malott (Western Michigan University)

Skillstreaming training to improve academic readiness skills for elementary school students. Jennifer Smith (University of Toledo) & Sharla Fasko (University of Toledo)

Skillstreaming Program for Introverted Students. Molly Yeager (University of Toledo) Heather Halasz (University of Toledo), Sharla Fasko (University of Toledo)

Using Apple Macintosh Computers for Operant Laboratory Control and Data Collection.  James T. Todd (Eastern Michigan University), Amy K. Drayton (Eastern Michigan University), Heather M. Anson (Eastern Michigan University), Joseph Golson (Eastern Michigan University),  & Jacqueline Fleischer (Eastern Michigan University)  ABA Encore Poster

Using Behavior Analysis for Informal Behavior Intervention Plans in Schools. Karen J. Carney (Eastern Michigan University), & Special Education Students from Eastern Michigan University

Using Multiple Interventions to Decrease the Disruptive Behavior of a Child with Autism Spectrum Disorder. Jennifer Smith (University of Toledo), Heather Halasz, (University of Toledo), & Sharla Fasko (University of Toledo)

A Video Self-Modeling Intervention to Increase Verbalizations of a Child. Mary Beth Malolepszy (University of Toledo), Julie Colturi (University of Toledo) & Sharla N. Fasko (University of Toledo)

Thursday 10:00 am - 1:00 pm Room 330
Live 100% Now: A Cognitive-Behavioral 10-Session Clinical and Non-Clinical Intervention. J. Silva (Eastern Michigan University; Rosenbaum and Associates).
Presentation Type: 3-hour workshop
Workshop Cost: $35.00
Workshop Materials Cost: Free hand-outs; Life 100, the book, $19.95 (optional)
Workshop Attendance Limit: 50

Learn how to change failure into success in nine sessions or chapters. The developing individual learns from functional and dysfunctional interactions with his environment. His behavioral repertory, both covert and overt, reflect the typical western community where the smart person learns from his mistakes while the smartest person learns from the success of others. Keeping it simple: faulty cognitive abilities cause escape behavior; refined cognitive abilities cause avoidance behavior.

In nine short chapters, the author will demonstrate how to shape and re-shape a successful life. Descriptors: 1. selective role models; 2. motivation; 3. verbal addictions; 4. procedural rehearsal for overcoming addictions; 5. energy management; 6. relationships management and networking; 7. essential principles for physical health; 8. conditioning mental health through intermittent reinforcement; 9. the mission: maintaining social, physical, emotional, and spiritual balance through replication across subjects and places.

Thursday 1:30 pm - 4:30 pm Room 330
With Open Arms: Creating School Communities of Support for Socially Challenged Adolescents with Autism/Asperger's Syndrome. Mary Schlieder (Norris School District)
Presentation Type: 3-hour workshop
Workshop Cost: $30
Workshop Materials Cost: $10
Workshop Attendance Limit: 75
CEU: 3.0 BACB Type 2 CEUs

Have you ever wondered how to meet the changing social/emotional needs of adolescents with Autism/Asperger Syndrome? Are you seeking methods to create an accepting school community while at the same time maximizing social opportunities for your students? This low cost, inclusion focused, easy to implement, peer based social skills immersion program results in social opportunities that prepare students with Autism/Asperger Syndrome for the transition to the real world.

Participants outcomes include learning:

• techniques demonstrating peer education to decrease isolation and bullying
• how to use Friendship Circles for daily, continual social contact and feedback from peers.
• ways to engage students in extracurricular activities to promote feelings of belonging.
• how to implement Learning Teams among staff to create school communities of acceptance and optimize social skills opportun!ties for students.

Workshop will include lecture, demonstration, practice, and participation in sample Learning Teams, as well as question and answer.

Mary Schlieder, MS, is the behavioral specialist in the Norris School District in Firth, NE working with adolescents in grades 6-12. Her work with adolescents with Asperger Syndrome, ADD, and Behavior Disorders focuses on helping socially challenged students immerse themselves in the school community on a daily basis to foster a smoother transition to life after high school.

Thursday 1:30 pm - 4:30 pm Room 320
Ethical Issues in Home-Based Behavioral Interventions
Vicki Madaus Knapp, Ph.D., BCBA & Amy L. Jablonski, Psy.D. (Summit Educational Resources, Getzville, NY)
Presentation Type: 3-hour workshop
Workshop Cost: $40.00
Workshop Attendance Limit: 50
CEU: 3.0 BACB Type 2 CEUs

Certified and licensed professionals are mandated to follow the ethical standards of their respective professions. Additionally, other professionals, including those in training, are expected to follow ethical guidelines when delivering services. Clearly delineated standards exist, but the application of these standards to clinical practice may still be a subjective process. Guidelines for ethical treatment procedures exist in many settings, yet the implementation and ongoing evaluation of ethical clinical practice, in general, may be lacking. Various circumstances arise in the home environment (e.g., infrequent direct supervision, lack of environmental control, temptations to cross professional boundaries) that may jeopardize the ability of professionals to apply ethical standards in a consistent manner. Because of the nature of home-based instruction, adequate descriptions of how to behave ethically in those settings appear to be deficient. The purpose of this workshop is to provide strategies for ethical practice to individuals who deliver home-based behavioral intervention to young children with Pervasive Developmental Disorders. Issues concerning direct service delivery, confidentiality and record keeping, consultation, professional boundaries, crisis intervention in the home, and the extension of services into community settings will be addressed.

Workshop Objectives:

Identify the APA codes of ethics most relevant to home-based behavioral intervention for young children with Pervasive Developmental Disorders.

• Identify and evaluate literature that guides the ethical practice of home-based behavioral intervention for young children with Pervasive Developmental Disorders.
• Apply the ethical standards to home-based intervention for young children with Pervasive Developmental Disorders.
• Outline ethical standards for the implementation and on-going evaluation of home-based behavioral intervention for young children with Pervasive Developmental Disorders.
  

Friday 9:00 am - 4:00 pm Room 320
Positive Programming Approach to Behavior Intervention
Rick Gutierrez, MS, BCBA (ABC Autism, Sacramento, California)
Presentation Type: 6-hour workshop
Workshop Cost: $65.00
Workshop Attendance Limit: 50
CEU: 6.0 BACB Type 2 CEUs

Many parents and caregivers that work with individuals with special needs have to deal with challenging behaviors that are disruptive and time consuming. Based on the past 19 years of service Applied Behavior Consultants, Inc. has found that these challenging behaviors are directly related to deficiencies within the individual s skill repertoire. In addition, parents and caregivers have benefited from coaching that directly addresses and remediate these skill deficits. This approach to treatment, Positive Programming, has been used to eradicate challenging behavior while teaching individuals with specials needs adaptive skills in the areas of communication, self-help, and socialization. This workshop will provide a detailed analysis of how to provide training and follow-up consultation to parents and service providers that work with individuals with special needs within the home and community care settings. Participants will be equipped to use principles such as reinforcement, prompting, fading, shaping, task analysis, behavior intervention plans, and generalization to address concerns they have in working with individuals with special needs.

Rick Gutierrez MS., BCBA, received his MS in Psychology with an emphasis in Applied Behavior Analysis from California State University, Los Angeles. Mr. Gutierrez has over 8 years experience treating children and adults diagnosed with Autistic Spectrum Disorder within the home and school environments. He has given workshops on functional analysis, setting up ABA-based classrooms for children diagnosed with autism and related disorders, intensive behavior treatment, and verbal behavior theory for parents, school psychologist, teachers, and paraprofessionals throughout Asia, Africa, and the United States. He has presented at the Association for Behavior Analysis, California Association for Behavior Analysis, and Behaviorology conferences. Mr. Gutierrez published research on Joint Control in The Analysis of Verbal Behavior. He is a Board Certified Behavior Analyst and has served as Program Manager for Applied Behavior Consultants, Inc. (ABC, Inc.). For the past two years Mr. Gutierrez has been the South East Los Angeles Regional Director for ABC, Inc.